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Carleton University Fall Term 2013 College of the Humanities Religion Program RELI 3141A Jewish Life in Modern Germany Mons., 11:35 Am -2:25 Pm; River Building 3110

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Carleton University Fall Term 2013 College of the Humanities Religion Program RELI 3141A Jewish Life in Modern Germany Mons., 11:35 Am -2:25 Pm; River Building 3110 Carleton University Fall Term 2013 College of the Humanities Religion Program RELI 3141A Jewish Life in Modern Germany Mons., 11:35 am -2:25 pm; River Building 3110 Prof. James Casteel Office: River Building 3306 Office Hours: Mondays 2:30-4:00 pm or by appointment. Tel.: 613-520-2600, ext. 1934 Email: [email protected] (this is the most effective way to reach me) COURSE DESCRIPTION: This course will explore the remarkable transformations of Jewish society, culture and religious practice in German lands from the Enlightenment to the present. In the first half of the course we will trace the prolonged process of Jews’ social and political emancipation and acculturation into non-Jewish society over the course of the long nineteenth-century. We will pay particular attention to the dynamics of inclusion and exclusion, examining the ways in which they influenced Jews’ negotiations of their identities as both Germans and Jews and also the extent to which they contributed to the vibrancy of Jewish German cultural and intellectual life. In the second half of the course we will turn to the impact of World War I on Jewish Germans and discuss the novel opportunities that opened up to Jews in the Weimar Republic, Germany’s first democratic government. In particular, we will be concerned with the question of why at the moment when Jews reached the height of their social and political inclusion in German society did social movements emerge that vehemently challenged Jews’ belonging to the German “national community.” We will discuss the ramifications to Jewish social and cultural life of the Nazis coming to power and Jewish responses to Nazi persecution during the Holocaust. The final sessions of the course will address the less studied experiences of Jewish Germans after the Holocaust and the reestablishment of Jewish communities in the postwar German states. We will explore the ways in which German-Jewish émigrés rebuilt their lives in their new homes in emigration and their attempts to come to terms with the traumatic rupture of the Holocaust. We will also examine the transformation of the postwar Jewish community in Germany and its renewal at the end of the Cold War with the immigration of Jews from the former Soviet Union. We will conclude by discussing the implications of German-Jewish experiences of modernity and the relevance of this history to our contemporary world. COURSE REQUIREMENTS AND GRADING SCHEME: In order to receive a final grade for the course, students must complete all course requirements: Assignments: Percentage Due Date Attendance and Participation 20% Discussion Assignment 15% Paper Proposal 5% Mon. Sept. 30 Research Paper 30% Mon. Dec. 2 (10-12 pages, plus notes and bibliography) Final Examination - Scheduled 30% TBA Attendance and Participation: My expectation is that all students will attend class on a regular basis and come to class having prepared the assigned readings. With a few exceptions (indicated on the course schedule), I will usually lecture during the first half of the class and the second half of the class will be devoted to student discussion assignments and general discussions of readings and other materials. All students should be prepared to discuss the assigned readings and documents as indicated on the course outline. Discussion Assignment: For the discussion assignment, each student will prepare a presentation based on the some of the documents for a particular week (A sign-up sheet listing the documents for presentations will be distributed during the first class). She or he will give a brief presentation about the document(s) (5-10 minutes) and what it tells us about the German- Jewish experience in the modern world. Presenters will also prepare at least four questions to encourage student discussion of some of the issues raised in the document. The presentation should not just summarize the document (since all students will have read the documents for that week), but rather provide an interpretation of the document and its significance in the context of German-Jewish history. Some questions that students might think about in interpreting the document(s) are: who was the author/creator of the document? For what purpose did she or he create the document? Who was the audience? What does the document tell us about the historical context in which it was created? What is its broader significance? Students are also free to draw on lectures and other assigned readings for the course in developing their interpretation. While students’ presentations and questions will largely focus on the document(s) they selected, it will be assumed that presenters will have done all the required readings for the day that they present. Written Assignment: Students will write a research paper (10-12 pages, plus notes and bibliography) on a topic related to the themes of the course. While the course takes a historical approach, you may approach your project from different or multiple disciplinary perspectives (religion, history, literature, film studies, philosophy, social sciences, art history, etc.). A proposal for the paper will be due on Mon. Sept. 30, 2013. The proposal should include a one- page description of the topic and your preliminary research question and thesis statement. In addition, a working bibliography with at least six academic sources (journal articles and monographs) as well as primary sources should be attached. The final research paper is due on Mon., Dec. 2, 2013. More details about the paper and proposal will be discussed in class. All papers are due at the beginning of class on the date specified in the syllabus. Late papers will be penalized a third of a letter grade per day late including weekends (i.e. from B+ to B, etc.). Extensions will be granted only in cases of serious illness (with doctor’s note), bereavement, or religious observance. Papers that are not submitted in class may be submitted in the Religion program drop box on Paterson Hall, floor 2A. Papers will be evaluated according to the following criteria: soundness of thesis, use of evidence to support thesis, depth of research, coherence of argument, logical structure, writing style, grammar and spelling. As many of the topics covered in this course are historical in nature, students may find the History Department guidelines for writing an essay to be a helpful and informative resource (http://www2.carleton.ca/history/resources/essay-guide/). My preferred citation format is Turabian/Chicago Manual of Style. Please use footnotes or endnotes rather than parenthetical citation. Both the proposal and final paper should be in the proper bibliographic format. I encourage students to consult with me while preparing their essays during my office hours or by appointment. Students with questions about the writing process may also wish to consult the Writing Tutorial Service (http://www1.carleton.ca/sasc/writing-tutorial-service/). Final Examination: The final exam will consist of short identifications and questions based on the course readings, discussions and lectures. Details will be discussed in class. The final exam will be cumulative. There will be no make-up tests except in cases of serious illness (with doctor’s note), bereavement, or religious observance. The Final Exam time and location will be assigned by the university. Consult http://www2.carleton.ca/exams/exams-schedule/ for details. IMPORTANT INFORMATION: Academic Integrity: Academic integrity is a core value of the university and essential for creating a constructive environment for teaching, learning, and research in the Religion program in the College of the Humanities. Students are responsible for being aware of the University’s Academic Integrity Policy, understanding what constitutes academic dishonesty, and ensuring that all course assignments submitted for evaluation abide by University policy. Any suspected violations of the academic integrity policy will be referred to the College’s Director and then to the appropriate Dean for further investigation. Students who are found to have violated the standards of academic integrity will be subject to sanctions. An overview of the University’s Academic Integrity Policy is available at http://www1.carleton.ca/studentaffairs/academic-integrity/ and the full policy at http://www1.carleton.ca/studentaffairs/ccms/wp-content/ccms- files/academic_integrity_policy.pdf Email Communication: Following university policy, the instructors will communicate by e-mail with students using their university e-mail addresses (i.e. cmail or connect). If you have a different account that you check regularly, please set up your Carleton account to forward to that one, so that you do not miss any important course-related announcements. Normally, the instructor expects to reply to e-mail or voicemail queries within 2 days during the working week. The instructor generally does not answer e-mail inquiries or voicemail messages on evenings or weekends. Students who wish to communicate with the instructor are encouraged to meet personally during office hours, at another convenient time by appointment, or at the end of class. PRECLUSIONS: Students who took my special topics course “German-Jewish Encounters with Modernity” under the RELI 3842 Special Topics in Judaism course number should not register for this course as it covers similar material. REQUIRED TEXTS: The book by Elon is available for purchase at Havenbooks, 43 Seneca Street (at Sunnyside), 613-730-9888, www.havenbooks.ca, open 10am-6pm, Mon-Sat. Other materials are available online via CU Learn. Journal articles available through the library will link to the relevant library resource. Additional material has been placed on library reserve (Ares). The textbook by Elon provides a useful and readable survey of the period we are discussing (at least up until 1933). I have assigned the text in order to provide a general background on the period. In our discussion, we will focus on the arguments in the other assigned readings, both secondary literature (i.e.
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